How does sound reach our ears? - Integrated · PDF file29 35 I III IV V VI VII X XI...

How does sound reach our ears?

Interact Teacher Manual ScienceYears 1-4

By Allana Hiha and Helen Pearson

© 2010 Interact Curriculum Press

No part of this publication may be reproduced in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage or retrieval system, without prior permission in written form from the publisher.

Scripture taken from the HOLY BIBLE, NEW INTERNATIONAL VERSION ®. Copyright © 1973, 1978, 1984 by International Bible Society. Used by permission of Zondervan Publishing House. All rights reserved.

Cover photography © Segejs Katkovskis | Dreamstime.com

Interact Curriculum PressP.O. Box 757Whangaparaoa, 0943New Zealand

www.interactcurriculum.comPrinted and bound by CM Digital, Albany, New Zealand

ISBN 978-1-877532-72-6

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ContentsOverview for this Term

Introduction

Pre-planner Guide

Background Information

Key Competencies, Habit of Mind, Habit of Character

Big Idea, Key Understanding, Focus Question

New Zealand Curriculum Requirements

Key Areas of Investigation

Firing Up

Finding Out Further

Focusing Forward

Scriptures Relevant to this Unit

Understanding Interact

The Interact Resources

Options for Using this Interact Teacher Manual

Planning With Interact

The Interact Learning Process

Key Learning Intentions

Acknowledgements

Bibliography

Year 1-4

2

overview for tHis termThis Teacher Manual is for one subject of an integrated unit based around the theme of God is Peace. The subject of this particular Teacher Manual is shaded grey. Further information about the supplementary books and teaching resources mentioned below are available from www.interactcurriculum.com

Year 5-8

Health

What can I do when I am angry?

How can we help to resolve conflicts?

Science


How can we work with electrical energy?

Social Science

Why is respecting people important?

How have people dealt with conflict in our nation’s history?

Art

Enlightened by Kowhaiwhai The Art of Reuben Paterson

Devotions

How can God bring peace to us when we are angry?

How can God bring peace into a broken world?

How do people express different points of view?

What’s so funny?

Language

© 2010 Interact Curriculum

© 2010 Interact Curriculum 3

introDUCtionWelcome to our investigation of How does sound reach our ears? God created the amazing phenomena of sound, and our ability to hear it.

Sound facilitates relationship with God, with others and with God’s world. Through sound, we can communicate thoughts and feelings. We can celebrate, warn, and pass on important facts with loud, raucous noise or beautiful, soothing murmurs. The Bible exhorts us to make use of the gift of sound in developing our relationship with our Creator and with those around us.

One of the things that separates us from the animal world is the ability God has given us to discover new things about the world: to think God’s thoughts after him. Through scientific investigation and discovery, we can have a greater sense of awe at God’s creation, a greater ability to use our understanding of creation to benefit and not to harm ourselves, or our environment.

During this term, as we learn about how God is our peace, we are reminded that everything in God’s world has the capacity for harmony and beauty, or discord and unpleasantness. We can choose to make a joyful sound to the Lord (Psalm 100:1), to be God’s witness of love in the world, or we can contribute to being like a clashing cymbal (1 Corinthians 13:1).

Let’s see if our discoveries, words and actions this term can be a sweet sound in God’s ear!

if you are new to interact resources we invite you to turn to Appendix i-- to learn about the interact Learning Path on which this

teacher manual is based, and to gain additional planning help.

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HOW DOES SOUND REACH OUR EARS?

4 © 2010 Interact Curriculum

Pre-PLAnner GUiDeResource People

•Soundtechnicians

•Musicians

•Audiologists

•Hearingtesters

Special Features could include:

•Attendingaliveorchestraorbandperformance

•Creatingmusicalinstruments

•Participatinginamusicalperformanceusingourself-madeinstruments

•AnEar Parade



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BACKGroUnD informAtionGod created the amazing phenomena of sound, and the ability to hear sounds. We are designed for relationship with God, with others and with God’s world, and sound enables relationship. Through sound, we communicate thoughts and feelings. We celebrate, warn, and pass on important facts, as do the animal world. But one of the things that separates us from the animal world is the ability God has given us to discover new things about the world: to think God’s thoughts after him. Through scientific investigation and discovery, we can have a greater sense of awe at God’s creation, a greater ability to use our understanding of creation to benefit and not to harm ourselves, or our environment.

How are different sounds made?

Sound is energy made when something vibrates or moves backwards and forwards, or up and down, very quickly. The vibration makes the air around the object move, creating a sound wave that moves out from the vibrating object until it runs out of momentum. Soft noises do not travel very far, whereas loud noises travel a longer way and can be heard from further away.

We are to use our voice and different musical instruments to praise God (Psalm 98:4-6). God sings over us (Zephaniah 3:17).

How does sound travel?

Sound travels from an object and toward us, in all directions. It moves in waves. The shorter the wavelength, the higher the pitch of the sound heard.

We can change the direction of a sound by channeling it between hard surfaces like loud hailers or pipes, or by it bouncing off hard surfaces like walls, to create echoes. Some surfaces, such as cotton padding or egg carton cardboard, will absorb or muffle sound; others, like sheer, shiny metals or rocks, reflect sound, while smooth surfaces deflect sound. We can influence how a sound is ‘heard’.

How do our ears hear?

God has made our outer ears a special shape to collect the sound and channel it into the middle of our ear. In the middle of our ears is a special ‘drum’, which vibrates when sounds hit it, a bit like a trampoline vibrates when a bouncing child hits it. If the sounds are high, it vibrates very fast, and if the sounds are low it vibrates more slowly. If the sounds are soft, it vibrates only a little bit, and if the sounds are loud, it vibrates more deeply. The vibrations get passed further into the ear and messages get sent to the brain by nerves.



Background Information continued

God speaks to us – sometimes by using an audible voice that our ears can hear (see Exodus 3:1-14; 33:11; 1 Samuel 3:1-19). Sometimes we ‘hear’ God speaking in our hearts, and although our ears do not hear a sound, the Bible tells us that we will know God’s voice (John 10:2-4, 14-16). God wants us to learn to listen and obey so that we can be close to God (Psalm 95:7–8, John 10:2–4, 14–16, Revelation 3:20).

How can we use sound?

Sounds can be used to communicate many things such as happiness, celebration, sadness, horror and warning. Sound is in fact, a universal means of communication used by many creatures in God’s universe. Some scientists have even identified sounds coming from distant stars! Humans not only make sounds, but we can change sounds to suit our purposes.

God can hear the sounds we make. We should be careful to make a ‘beautiful noise’ by living a life of love, not a ‘clanging noise’ that brings no peace to anyone (1 Corinthians 13:1). God wants us to make joyful sounds in praise to him (Psalm 100:1; 150).


KEY COMPETENCIES | HABIT OF CHARACTER | HABIT OF MIND

Kthe key competencies are:

relating to others

Mthe habit of mind focus is:

finding Humour

Cthe habit of character focus is:

Diplomacy


BIG IDEA | KEY UNDERSTANDING | FOCUS QUESTION

IQthe focus question is:


Uthe key understanding is:

sound is vibrations moving

through the air in waves

Plan

ningthe big idea is:

God is Peace and wants us to be peacemakers


New Zealand Curriculum requirements

students will:Vision: Be connected in living and learning

Principles: Learn in accordance with the Treaty of Waitangi

Demonstrate inclusion of others in living and learning

Values: Appreciate respect, equity, community and participation

Key Competencies: Develop skills in relating to others

Science

Level 1-2

Understanding about science

Appreciate that scientists ask questions about our world that lead to investigations and that open-mindedness is important because there may be more than one explanation

Physical World

Physical inquiry and physics concepts

Explore everyday examples of physical phenomena, such as movement, forces, electricity and magnetism, light, sound, waves, and heat

Seek and describe simple patterns in physical phenomena




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ning

For a list of Key Learning Intentions to select from as a skill focus, please refer to the Appendix

Kkey areas of investigation

we are investigating:How are different sounds made?

How does sound get from one place to another?



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Interact Learning Path | Phase 1

firing UpFire Up imaginations and learning desires and gain knowledge in the following ways:

relateBe connected, in engaging ways, with the topic to get ‘hooked’ into learningThe exclamation mark reminds us to get enthused

recallRecall prior knowledge of this topic The arrows remind us to consider all we have experienced, learnt and felt about this topic

raise questions and recognise problemsConsider what questions we have about this topic that we need to or would like to know the answers to. Identify possible problems. Some of these questions may be springboards into the topic study. Others may become the basis for further research later in the unitThe question mark reminds us to question

research (initial)Initiate research in the key areas of investigation, seeking to answer questions as you go The magnifying glass reminds us to go searching

Focusing Forward

Finding OutFurther

Firing UP

RelateRaise

questionsRecall

Review and record Rejoice!

Research

Respond

Reason

Reflect

Resolve

© 2010 Interact Curriculum14

HOW DOES SOUND REACH OUR EARS? | FIRING UP

relatequestions and activities

Provide an interesting, information-rich environment that engages the students in their learning. The following is a range of suggested ideas:

Listen to recordings of everyday household sounds like a tap running, toilet flushing, motor mower, cat meowing, door shutting, key unlocking, electric jug boiling. See if you can identify the sounds. Visit www.soundbible.com for a great range of sound clips

Lie down and close your eyes outside and just listen. Identify the different sounds you hear

Listen to at least five different types of music for about a minute each, e.g. gentle ‘classical’ music, dance music, rap, etc. After each track, talk about:

•howitmadeyoufeel•yourfirstthoughtswhenlisteningtoit

Play a game of ‘Find your flock’ or similar. In order to play, each player is secretly given the name of an animal. There must be at least two groups of animals. Choose from sheep, cats, dogs, pigs, cows, ducks, etc. When the game starts, players move slowly around the room trying to find the other animals of their kind by making their animal noise. When everyone has ‘found their flock’, discuss the collective nouns used to describe them, e.g. flock, herd, bevy, pride, school etc.

Talk about words that sound like sounds (onomatopoeia). Listen to and share or recite onomatopoeic poems together

Play Chinese Whispers

Our Habit of Mind focus is Finding Humour. Look at some pictures of different types of ears. Brainstorm, in groups, different ways of describing them. Make up a short poem to describe some of the ears in a humorous way

indicators of achievement

•Engageswithscientificexploration and discussion

Collective Nouns

Cows

Dogs

Lions

Mice

Pups

Sheep

Bees

A pack

A swarm

A flock

A herd

A pride

A litter

A horde

Woof!

Roar!

BZZZ!!

Moo!

Yap!

Baaa!

Squeak!

Collective nouns are the words we use to name groups of things.

All the things below are animals. See if you can draw lines to match each animal with the right collective noun

and the sound the animal makes.

66 RelateName: 6



recall questions and activities

Assist the students to consider what they already know and to build on that knowledge by asking further questions as they learn. The following is a range of suggested ideas:

Tell stories in a small group about favourite memories of events or activities. Describe the sounds you would have heard when you were involved. Discuss how those sounds made you feel

Some sounds are used to warn us or alert us, such as bells, sirens, horns, etc. For a short time, have a Siren Sounds Competition to see who can make the various types of siren sounds

Recall what you already know about each Key Area of Investigation and write your ideas on a separate chart for each question

Talk about the thoughts that come to mind when you hear a ‘sound’ word like crash or tweet or giggle. By making categories or headings to focus your thinking, you will find you will remember more. Try categories like ‘Looks Like’, ‘Feels Like’, ‘Sounds Like’, or recall times you have heard these sounds by answering ‘What’, ‘Where’, ‘Why’, ‘How’, ‘When’ and ‘Who’ questions

Make a list of up to ten sounds and separate into two lists, one headed ‘Happy sounds’ and the second headed ‘Scary sounds’. Consider:

•Whatmakesasound‘happy’or‘scary’?•Whyisourabilitytohearsoundvaluabletous?

Listen to recordings of different musical instruments and see if you can guess what instrument made the sound, and whether it was made by blowing wind through a hole, through moving strings, or through banging. How did you decide your answer?


•Identifiespriorknowledge•Engageswithscientific

discussion

What Does That Sound Like?

Some words sound just like the sound they describe. “Crash” sounds like a crash. “Tweet” sounds like a bird tweeting.

Think of words that describe sounds you hear and write a sentence using the word.

7RecallName:

88 RecallName:

Noise

I like noise.

The whoop of a boy, the thud of a hoof,

The rattle of rain on a galvanized roof,

The hubbub of traffic, the roar of a train,

The throb of machinery numbing the brain,

The switching of wires in an overhead tram,

The rush of the wind, a door on the slam,

The boom of the thunder, the crash of the waves,

The din of a river that races and raves,

The crack of a rifle, the clank of a pail,

The strident tattoo of a swift slapping sail.

From any old sound that the silence destroys

Arises a gamut of soul-stirring joys.

I like noise.

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raise questionsquestions and activities

As a class, identify questions you would like to know the answers to in relation to this topic. The following is a range of suggested ideas:

Attend an orchestra or band concert or listen to a piece of orchestral music with three questions in mind as you listen:

•Whatismyfavouritepieceofmusicormyfavouriteinstrumentormyfavourite sound?

•HowdoIfeelwhenIlistentoeachpiece?•WhatquestionsdoIhaveabouthowthesoundsaremade?

Organise to have the students’ hearing tested and discuss the experience. Interview the tester about sound and what is interesting about the job

Consider what you know about sounds, what you would like to know and how you could find out. Build a Question Collection. Draft questions you have about sounds and hearing and write them on interesting ear shapes. Make a Big Book About Sounds that has the questions on the left pages, to which you gradually add answers on the right pages. Use your big book as a class reading exercise

Sounds are important in many different types of jobs. Brainstorm types of jobs. What questions could you ask someone who works with people who use sounds in their job? Draft a questionnaire to ask a musician, an audiologist, speech therapist or sound technician

As a class brainstorm all the words you know about sound. Use a mind-map to link common ideas together. Create a list of words relating to this topic and generate questions about words you would like to understand more about


•Definesaproblem•Predicts•Identifiespossiblesolutions

•Designsopen-endedquestions

•Conductsaninterview

•Writesquestionstoidentifywhat we want to know

•Writesquestionstoidentifywhat we want to know





research questions and activities

Immerse yourself in ideas and information about the topic as you develop those skills outlined in the Key Learning Intentions. As you research, try to:

•takenotesasindividualsorasaclass•identifygroupsofideasandsortunderheadings•notetitlesofinterestingorhelpfulresources•identifynewquestionsyouwouldliketoinvestigate

The following is a range of activities, based on the Key Areas of Investigation:

How are different sounds made?

Sound is energy made when something vibrates or moves backwards and forwards, or up and down, very quickly. The vibration makes the air around the object move, creating a sound wave that moves out from the vibrating object until it runs out of momentum. Soft noises do not travel very far, whereas loud noises travel a longer way and can be heard from further away.

1.1 What is sound?Find out what various ‘sound’ words you generated in the Raise Questions section mean. Add to your list as you find out more

The vibrations that start a sound wave affect the pitch, i.e. how high or low the sound is. Fast vibrations result in a high note whereas low vibrations sound lower. Do the ruler experiment. Practise explaining what is happening, and then conduct the experiment and give explanations to your parents at home, or another class of older or younger students

Speak to each other in low tones, or hum a song together with your hand on your throat so you can feel the vibrations of your windpipe. Look at a diagram of your windpipe and see the vocal cords that vibrate when you make sounds

1.2 What are the natural sounds we can hear?Animal, human, weather and water sounds are important in our environment.

Consider the fact that animals can make sounds, and can hear sounds. Discuss:

•Whatsortsofsoundsdotheymake?•Whydotheymakecertainsounds?•Doallanimalshearthesamesounds?•Doallanimalshaveearswithwhichtohear?Ifso,where?Ifnot,can

they hear sounds?

Choose a photo from a collection showing different weather patterns, e.g. storm with lightning, blustery gale or tornado, a sunny summer’s day, crashing waves etc. Describe the sounds you can ‘hear’ by looking at the picture you have chosen. Gather words to use in a poem


•Identifiesmainideas•Usesscientificvocabulary•Definesscientificterms•Sharesideas

•Usesarangeofsourcestoresearch

•Usesasystematicapproach

•Interpretspicturesanddiagrams

•Identifiesmainideas•Usesscientificvocabulary

•Identifiesmainideas•Sharesideas

•Identifiesmainideas•Sharesideas

Ruler Experiment

Hold the end of a ruler flat against a table and hit the other end,

which extends beyond the edge of the table.

What do you feel?

What do you hear?

Pull more of the ruler onto the table and repeat. Notice what happens to the sound.

What do you feel now?

What do you hear now?

Name:

The name of my metal is:

I am going to find out if my metal

I predict that the answer is:

I will test my prediction by:

Here is a picture of my experiment

1.

2.

3.

Investigating Metal Properties

I found out that

1010 ResearchName:

What Made That Sound?

Name:

God has given us plants to use and enjoy - not only fruit andvegetables to eat for our health, but in many other ways too!Plants can help to make the soil more fertile for other plantsto grow; plants even help to clean the air we breathe! Drawor name plants that are used for the following purposes:

Fruit, Vegetables and Much, Much More

Seeds Fabrics Decorations

Nuts Timber Medicines

Herbs Fuel Insulation

Animals can make sounds and hear sounds.Draw your favourite animals in the boxes below, describe their sound,

and say whether it is high or low.

Sounds like:High / Low









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research continuedquestions and activities

1.3 What are some of the man-made sounds we can hear?The sounds of machines and instruments are important in our environment.

Collect as many hard objects as you can, e.g small rocks, tins, coins, sticks. Bang two similar objects together, i.e. two rocks or two sticks. Do the same with two different objects, i.e. a stick and a rock. What can you say about the sounds you made? Repeat the experiment by rubbing the two objects together

SoundsUnless we are in a vacuum, we will have sound around us. Those sounds can become background noise until we concentrate on trying to hear them. Sit outside and listen to hear sounds. List the sounds you hear and draw what made the sounds in three groups: Sounds People Made, Sounds Machines Made, and Sounds from Nature

NoiseSound waves travel to our ears from a vibrating object. When we hear sound waves that are not related we call it ‘noise’. Think about noise. Discuss:

•Cannoisebeaproblem?Ifsowhenandwhy?•Cannoisebegood?Ifsowhenandwhy?

MusicRegular sound waves that are repeated are commonly described as ‘making music’. Brainstorm different types of music. Consider:

•Whatdoyoulike?•Doeseveryonelikethesamesortsofmusic?•Whatdoyourparentsorgrandparentslike?•Canyoumakemusicwithaninstrumentorwithyourvoice?

PercussionIn a small group choose a percussion instrument each, e.g. a tambourine, shaker, drum or rattle. Practise using the instruments to see what sorts of sounds they make. Experiment with making loud and soft noises, higher sounds and lower sounds. Discuss:

•Whatisapercussioninstrument?•Whatisvibratingwhenapercussioninstrumentisplayed?•What similarities and differences can you see between percussion

instruments that make a high sound and others that make a lower sound? A louder sound or a softer sound?

•Whatisthepurposeofpercussioninstruments?

Wind InstrumentsWind instruments work when air is blown through the pipe or across the blowhole. Different notes are made when different finger holes are covered while air is being blown through. In a small group choose a wind instrument each, e.g. a recorder or flute. Practise using the instruments to see what sorts of sounds they make. Experiment with making loud and soft noises. Discuss:

•Whatisawindinstrument?•Whatisvibratingwhenawindinstrumentisplayed?•Why do you think the sound is different when different holes are

covered?•Whatisthepurposeofwindinstruments?


•Identifiesmainideas•Usesarangeofsourcesto

research•Usesasystematicapproach

•Usesasystematicapproach•Sortsandclassifies

•Sharesideas•Recognisesdangers

•Sharesideas


•Usesasystematicapproach•Usesscientificvocabulary•Definesscientificterms•Reportsobservations•Payscloseattentionto

details

•Usesasystematicapproach•Usesscientificvocabulary•Explainsphenomena

Listen

Sit outside and listen carefully to the sounds around you.

List the sounds you hear and draw what made the sounds in three groups.

Sounds People Make Sounds Machines Make Sounds from Nature

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Percussion Experiment

Collect as many hard objects as you can, e.g small rocks, tins, coins, sticks.

Bang two similar objects together, i.e. two rocks or two sticks.

I banged ________________________ and __________________________ together

The sound was low high long short

Bang two different objects together, i.e. a stick and a tin.



Bang two similar objects together, i.e. two rocks or two sticks.



Bang two different objects together, i.e. a stick and a tin.



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Put tissue paper against the teeth of a comb and hum a tune. Can you feel the vibrations against your lips as the noise is made?

String InstrumentsString instruments work when the strings are strummed or plucked to make them vibrate. Higher notes are made when the string’s length is shortened. Hold one end of a rubber band in your teeth and stretch it out. Pluck the rubber band and notice the vibrations and the sound. Stretch it out further and notice what happens to the sound. Discuss:

•Whatisastringinstrument?•Whatisthedifferencebetweenstringsthatplayhighersoundsand

strings that play lower sounds?•Whatcanyoudotomakeasinglestringplayahigherorlowersound?

Why do you think this might happen?•Whatisthepurposeofstringinstruments?


•Usesasystematicapproach•Usesscientificvocabulary

•Identifiesmainideas•Payscloseattentiontodetail•Usesscientificvocabulary

Rubber Band Experiment

Here’s how to make a simple musical instrument with a rubber band!

1. Hold one end of a rubber band in your teeth and stretch it out.

2. Pluck the rubber band.

What do you feel?

What do you hear?

Stretch it out further and notice what happens to the sound.

What do you feel now?

What do you hear now?

Name:






1.

2.

3.


I found out that

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Musical Instruments

Looks like

Made of

Sounds like

Feels like

The part thatvibrates to makethe sound is

A picture of theinstrument

A picture of aninstrument wemade

Tissue-paperagainst a comb

A stretchedrubber band

A home-madedrum

WIND STRING PERCUSSION

Look closely at the musical instruments. Write words and draw pictures to describe them

Comb Experiment

Put tissue paper against the teeth of a comb. Hum a tune.

What do you feel?

What do you hear?

Name:






1.

2.

3.


I found out that

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How does sound travel?

2.1 How do we describe how a sound wave moves?Sound travels from the object, and toward us in all directions. It moves in waves. The shorter the wavelength, the higher the pitch of the sound heard.

Complete the following activities to investigate how sound waves move:• From the object - On a calm day, throw a stone into a pond and see

how the waves spread out from the centre. You can observe the same phenomenon on a smaller scale by dropping a small pebble into a large tub of water

•Towards us - Experiment with moving ribbons to music in a ribbon dance, moving your arm up and down. The ribbon will ‘snake’ in waves. This resembles the movement of a sound wave as it moves towards the hearer. The shorter the wavelength, the higher the pitch of the sound heard. Alternatively, ‘snake’ a skipping rope along the floor to demonstrate the length of wavelength

•In all directions - Have one student stand in the middle of a circle of students with eyes closed, and get a student to make a noise. The student in the middle must point to where the sound is coming from. If he or she guesses correctly, the two swap places. The winners are those who guess correctly the first time. Discuss how sound travels in all directions

2.2 What affects the direction that sound travels from its source?We can change the direction of a sound by channeling it between hard surfaces like loud hailers or pipes, or by it bouncing off hard surfaces like walls, to create echoes. Some surfaces, such as cotton padding or egg carton cardboard, will absorb or muffle sound; others, like sheer, shiny metals or rocks reflect sound, while smooth surfaces deflect sound. We can influence how a sound is ‘heard’.

Bouncing off hard objectsSometimes sounds hit a hard object and get bounced back as an echo. Throw a ball against a wall and watch it bounce back. Shout in a place that creates echoes, e.g. an empty school auditorium, and notice that the bounce-back of the sound is not as loud as the original sound. Discuss how the echo does not occur when the auditorium is full of people (Some sound will be absorbed by the surface of the auditorium and therefore a lesser amount will be reflected back, appearing to be quieter)

Put a ticking clock on a table in the middle of the room. Stand back from the table in a circle and listen. What can you hear? Move around the table to another position. Has it made any difference to what you hear from the clock? (The clock can be heard from all vantage points with no obvious difference)

Experiment with speaking through hose pipes, tubes, loud hailers or amplifiers. Can you make sound go around corners if you speak through a hose or pipe?


•Createsamodel•Observes•Identifiesmainideas•Sharesideas•Explainsphenomena•Usesasystematicapproach

•Observes•Identifiesmainideas•Reportsobservations•Reportsconclusions•Usesscientificvocabulary

•Observes•Identifiesmainideas•Reportsobservations•Reportsconclusions

•Usesasystematicapproach

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Sound TravelsCompete the activities and draw pictures to describe what happened.

Sound travels from the object that makes it.

Throw a stone into a pond or pool ofwater and observe what happens.

Draw what you see.

Sound travels towards usMove ribbons to music in a ribbon

dance, moving your arm up and down,or 'snake' a skipping rope along the

floor to demonstrate the length of wave-length. The ribbon will 'snake' in waves. Draw a picture of the ribbon or skipping

rope making waves that are closetogether.

Sound travels in all directions One person stands in the middle of acircle of children with eyes closed, and

gets a child to make a noise. The middleperson points to where the sound is

coming from. If he guesses correctly, thetwo swap places. The winners are those

who guess correctly the first time. Draw what you see.

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2.3 How can we find out whether sound travels through hard things called solids?

Tap your pencil lightly on the desk and listen for the sound. Now put your ear onto the desk and repeat. Discuss:

•Whatdoyounotice?•Doyouthinkthatsoundcantravelthroughhardsolidobjects?

Demonstrate the transfer of sound by a solid medium, in the following way, and then record your results:

•Taketwocansanddrillaholeinthebottomofeach.Placetheendof a long piece of string (up to 5 metres long) through one hole and tie so that the can forms a mouthpiece and the string protrudes out the bottom. Poke the other end of the string into the bottom of the other can and tie off to form an earpiece

•Twopeopletakeacaneachandstandatadistanceapart.(Itdoesnot matter whether they can see each other or not). Try speaking quietly to each other to check whether your voice will carry across the distance. When you have a sound level when you cannot hear your partner use the ‘can’ telephone line to convey a message. Hold the line taut. One person speaks into his or her can with a quiet voice while the other listens with his or her can up to one ear

2.4 How can we find out whether sound travels through runny things called liquids?Take a large basin or bucket ¾ full of water and a tuning fork. Strike the tuning fork and describe the result. Strike the tuning fork a second time and then submerge it into the water, being careful not to touch the sides or bottom of the container. Describe your results. (There should be a ‘muffled’ effect on the sound you can hear when the tuning fork is submerged)

Have you heard sounds when you are under water in the bath or a swimming pool? Do you hear them more clearly or less clearly? At home, while having a bath, tap the side of the bath and listen to the sound. Now put your ears under water and hit the side of the bath. Discuss:

•Doyouthinkyouwillhearthesoundthroughthewater?•Whatdidyouhearwhenyoudidthisexperiment?•Doyouthinksoundtravelsthroughliquidslikewater?

2.5 How can we find out whether sound travels through something we cannot see, called a gas?Have one student stand at the end of a long garden hose and another at the other end. Give them a message to convey to each other quietly, without using the hose. Howwellcouldtheyhearwhatwassaid?Doyouthinkitwillbe quieter or louder if spoken through the hose? Now speak the same message quietly through the hose. Doyouthinkthatsoundcanmovethroughgaseslike air?


•Observes•Identifiesmainideas•Reportsobservations•Reportsconclusions•Explainsphenomena•Usesasystematicapproach•Observes•Makesobservational

drawings•Identifiesmainideas•Sharesideas

•Observes•Usesasystematicapproach•Sharesideas•Explainsphenomena•Describesfindings•Payscloseattentionto

details

•Sharesideas•Describesfindings•Explainsphenomena


details

19ResearchName:

Sound Travels 2Compete the activities and draw pictures to describe what happened.

Does sound travel through hardthings called solids?

Tap your pencil lightly on the deskand listen for the sound. Now putyour ear onto the desk and repeat.

What do you notice?

Does sound travel through somethingwe cannot see, called a gas?

One child stands at the end of a longgarden hose and another at the otherend. Talk to each other quietly, without

using the hose.

How well could you hear what was said?Do you think it will be quieter or louder

if spoken through the hose?Now speak the same message quietly

through the hose.

What do you notice?

Does sound travel through runnythings called liquids?

Take a large basin or bucket fullof water and a tuning fork. Strikethe tuning fork and describe theresult. Strike the tuning fork a

second time and then put it underthe water, without touching thesides or bottom of the container.

What do you notice?

firin

g Up

19




AirPut a small bell into a pliable plastic container and shake the container. Suck the air out of a plastic container to create a vacuum, using a vacuum cleaner hosepipe, and seal the bag. Shake again. Share your ideas:

•Doyounoticeanydifferenceinthesoundlevel?•Whatchangedtomakethedifference?

WindWhat happens to the sounds you hear on a calm day, when wind is blowing towards you, or blowing away from you? Listen to a regular sound in your area, e.g. the town clock, a train going past, the school bell. What changes do you observe when the wind is blowing from different directions?



details

•Describesfindings•Payscloseattentionto

details•Explainsphenomena





God has made our outer ears a special shape to collect the sound and channel it into the middle of our ear. In the middle of our ears is a special ‘drum’, which vibrates when sounds hit it, a bit like a trampoline vibrates when a bouncing child hits it. If the sounds are high, it vibrates very fast, and if the sounds are low it vibrates more slowly. If the sounds are soft, it vibrates only a little bit, and if the sounds are loud, it vibrates more deeply. The vibrations get passed further into the ear and messages get sent to the brain by nerves.

Observe a model of the ear, or look at a diagram. Find the outer ear and the ear drum

In groups or two or three, complete the following:1. One person (A) is blindfolded while their partner (B) moves quietly

from place to place and claps three times. After each series of claps, A points in the direction of the sound. Record how many times out of ten A can indicate the direction accurately.

2. Repeat the experiment, but this time, A covers their ears with their hands. A third person (C) may be needed to indicate (by tapping A’s shoulder once) each time B ‘claps’

3. Change roles and repeat 1 and 2

4. One person (A) is blindfolded and their partner (B) moves quietly from place to place in front of A. B says something quietly. A repeats what they heard. Record how many times A can accurately repeat what was they heard

5. Repeat experiment, and this time A cups their hands behind their ears. Discuss your results

6. Change roles and repeat 4 and 5

Look at a collection of pictures of different ears and match them with the animal to which they belong. Thinking about our Habit of Mind, of Finding Humour, have fun making strange animal faces by adding an elephant’s ears to a mouse or a rabbit’s ears to a person. Discuss which picture you think is the funniest


•Interpretspicturesanddiagrams

•Identifiesmainideas•Usesscientificvocabulary

•Usesasystematicapproach•Usesconsistentprocedures•Usesequipmentsafely•Makesfinemeasurements•Observes•Describesfindings•Sharesideas•Makesobservational

drawings

•Sharesideas

3.0

2222 ResearchName:

Twinkle, Twinkle Little Ear

Twinkle Twinkle Little Ear

How I wonder what you hear

All the parts that are inside

Help me hear sounds far and wide

Don’t push things into your ear

Or you’ll find you cannot hear!

23ResearchName:

Inside My EarFollow the instructions as you look at the diagram of the ear below.

Colour the tube that carries the sound inside your head pink.

Draw a blue dot on the ear drum that vibrates when the sound hits it.

Draw a green dot on the hammer that carries the vibrations from the ear drum to theanvil.

Draw a yellow dot on the anvil bone that passes the vibrations from the anvil to thestirrup.

Draw a purple dot on the cochlea that is filled with liquid and tiny hairs that move withsound vibrations.

Draw a red dot on the nerves that take the signals from the cochlea to the brain so youcan hear the sounds.

Join the dots to see how the sound travels through your ear.

What might happen if you poked something inside your ear? What might it damage?

22

23

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Sounds can be used to communicate many things such as happiness, horror, celebration and warning. Sound is in fact, a universal means of communication used by many creatures in God’s universe. Some scientists have even identified sounds coming from distant stars! Humans not only make sounds, but we can change sounds to suit our purposes.

CommunicationMost people would consider their voice and ears to be their main instruments of communication. We craft messages to be said and heard using words, although it is not only what we say but also how we say it (tone, intensity and loudness) that carries our message. Write a short speech and practise delivering it in a variety of different intensities, as well as really quietly or really loud

Identify sounds that communicate ideas such as peace, comfort, celebration, joy, fear, warning or attention. Make a list and compare with other people’s ideas. Discuss similarities and differences between your lists

Music is a means of using sounds to communicate. Describe a type of music (e.g. classical, reggae, hip-hop, pop, jazz, blues, country, hymns, contemporary worship) and explain the underlying messages conveyed by the sounds associated with that genre

Mood or settingCreate a simple survey to ask your class’s family members about the types of music they enjoy

Identify sounds that communicate feelings. Listen to minor chords and major chords and discuss which makes you feel happy and which makes you feel sad. Listen to fast music and slow music and discuss which makes you feel energetic and which makes you feel relaxed

WarningIdentify sirens and calls and animals sounds that express warnings. Describe how you feel when you hear a siren


•Observes•Payscloseattentionto

details •Identifiesmainidea•Describesfindings•Explainsphenomena

•Sharesideas

•Sharesideas

•Conductsasurvey

•Sharesideas

•Sharesideas

4.0

2626 ResearchName:

How Can We Use Sound?

A happy sound being madeA warning sound being made

by an animal

A frightened sound being made by an animal

A warning sound being made by a caring adult

Nice music playing to make you sleepy Music that makes you feel like dancing

Sounds can be used to communicate many things such as happiness, horror,celebration and warning. Sound is used by many creatures in God's universe.

Some scientists have even identified sounds coming from distant stars!

In each of the boxes below, draw a picture of the different ways we use sound.

26



Focusing Forward

Finding OutFurther

Firing UP

RelateRaise

questionsRecall


Research

Respond

Reason

Reflect

Resolve

findi

ng o

ut

furt

her


finding out furtherFind Out Further and gain understanding in one of two ways:1. Individual or group investigation2. Whole class investigation

During this phase the students will gain understanding:

research (further)Find answers to other questions generated at the beginning of, or during, the study The magnifying glass reminds us to go searching

reasonApply, analyse, interpret, compare and contrast findingsThe arrows remind us to pull apart (analyse) and draw comparisons (compare)


HOW DOES SOUND REACH OUR EARS? | FINDING OUT FURTHER

further researchquestions and activities

1. Identify an issue or topic which you would like to investigate further, based on what you have learned so far

2. Make a plan3. Research4. Organise your notes and plan ways to communicate your

understandings

The following is a range of suggestions for you to consider:

As a group or class, identify something about sound that you could conduct an inquiry about. Frame questions so that the response can be, “Let’s test it!” For example:

•Whatisthehighestsoundwecanmakeusingarubberband?•Whatisthelowestsoundwecanmakeusingacontainerwithwater

in it and a tapping instrument?•Whatisthefurthestdistancewecanmakeourvoicestravel,without

the use of technology? How can we convey messages from one end of the field to the other without using technology?

Have a ‘sound-making’ table set up with various types of elastic or rubber bands, sticks, bottles, water, hoses, combs of different sizes, containers. Encourage students in predict what sounds will be made in certain circumstances, test their ideas and draw conclusions. You may like to order sounds in terms of pitch (from low to high) or in terms of volume (soft to loud)

Investigate hearing aids and how they work, what people used to aid hearing hundreds of years ago and why

Investigate different ways that instruments are ‘tuned’. Investigate how you can tell if an instrument is in tune. Make a musical instrument of your own

Learn about pitch, beat and rhythm and use them to create a ‘symphony of sounds’. Perform it for others and invite them to describe what images or feelings it evokes for them

Investigate different types of stringed, wind or percussion instruments. Report on different types and the way in which they are played to create different sound

Ask older people what sounds are heard today that were not heard when they were young. Describe your findings

Investigate whether the ears of different animals are on the top of the head or the side, whether they sit up or flop down, and what size they are. Prepare for an Ear Parade by making large cardboard ears, representing different animals, attached to headbands


•Framesaquestiontoguidean investigation

•Plansascheduleoftasks•Usesarangeofsourcesto

research

•Predicts•Observes•Usesasystematicapproach•Sharesideas•Explainsphenomena




•Usesasystematicapproach•Sharesideas•Explainsphenomena


•Usesasystematicapproach•Sharesideas•Explainsphenomena

•Conductsurveysandinterviews

•Sharesideas

27Further ResearchName:

Name:

My InvestigationUse the plan below to help you carry out an investigation about sound.

I want to find out

What I already know

Steps I need to follow to carry out my investigation

What I predict will happen

What actually happened

My conclusion

How can I apply what I’ve learnt in this investigation?

Questions for further research

2828 Further ResearchName:

From High to Low

LOUDEST

QUIETEST

HIGHEST

LOWEST

Experiment with making sounds from found objects.Draw pictures of the objects that made the loudest sounds at the top in the first column

and the objects that made the quietest sounds at the bottom of the page.

Then draw pictures in the next column with the objects that made the highest sounds atthe top and the objects that made the lowest sounds at the bottom of the column.

29Further ResearchName:

Investigating Sounds

The objects I will use to make my instrument are:

I am going to make a wind instrument percussion instrument stringed instrument (circle one)

I predict that the sound will be: high low loud quiet (circle one)

I will test my instrument by:

Here is a picture of my instrument

I found that

1.

2.

3.

27

28

29


findi

ng o

ut

furt

her

HOW DOES SOUND REACH OUR EARS? | FINDING OUT FURTHER

reason questions and activities

Consider ways you can apply your ability to reason to your study.The following are a range of ideas, but students and teachers may come up with their own as a result of their research:

Gather a range of musical instruments. Look at them and predict which will make the highest and lowest sounds. Put them in order from lowest sounds to highest sounds, explaining your reasons. Test them to find out and draw conclusions

Some animals can make louder sounds than others. An elephants ‘trumpeting’ can be heard across many kilometres of jungle whilst the squeak of a mouse is barely heard across a small room. Why do you think God created such a range abilities in terms of volume?

Musicians today often use amplifiers to increase the volume of the sounds they produce. Why do you think this is so? Discuss what the benefits and drawbacks are to this technology

Sometimes it is easy to accept advances in technology without thinking about their side effects. We use computers because they help us in our daily lives, but are we aware that they ‘hum’ and therefore add to the ‘white noise’ surrounding us. Explore the concept of ‘white noise’ and consider what is reasonable to accept and what levels of background noise we should reject


•Identifiescauseandeffect•Distinguisheslikenessand

differences•Sequences

•Drawsconclusions•Justifiesconclusions

•Thinkscritically•Identifiescauseandeffect

•Identifiescauseandeffect•Distinguisheslikenessand

differences•Drawsconclusions•Justifiesconclusions




focusing forwardFocus Forward to develop wisdom in the following ways:

reflectThink deeply about the value and purpose of the subject, consider ethical issues, reflect on findings The arrows remind us to think from a higher perspective, and a deeper perspective

resolveChoose. The benefit of our learning is evidenced by what we do more than what we can repeat. We consider how what we have learnt might impact who we are and what we do. De Bono’s Thinking Hats can help in the decision-making process. The ‘thumbs up’ remind us that we can say ‘yes’ to a response of some kind Our learning may have impacted our thinking, our attitudes, our actions, our communication on this topic, or where we stand on an issue

respondTake action. We apply our understanding The symbols remind us to consider our thinking, our attitudes, our actions, our communication on this topic, or where we stand on an issue

review and recordReview the Big Idea, the Key Understanding, the Focus Question, the Habits of Character, the Habits of Mind and the Competencies or Skills you have focused on. Evaluate. Consider what we have done well and how we could have improved. Identify what our next steps are in developing values, habits and skillsThe arrows remind us that we need to look back in order to move forward

rejoice!Celebrate! We celebrate what we have learnt. We celebrate our gifts and talents and developing skills We celebrate a future and a hopeThe smiling face reminds us to enjoy!

Focusing Forward

Finding OutFurther

Firing UP

RelateRaise

questionsRecall


Research

Respond

Reason

Reflect

Resolve

focu

sing

forw

ard

© 2010 Interact Curriculum30

HOW DOES SOUND REACH OUR EARS? | FOCUSING FORWARD

reflectquestions and activities

Reflect on what is valuable, important or conclusive about your topic of study by considering one or more of the following. Share your ideas:

Discuss:•WhydoyouthinkGodmadesounds?•WhichsoundsdoyouthinkGodmadetobebeautiful?•WhichsoundsdoyouthinkGodmadetobetobefunny?•WhichsoundsdoyouthinkGodmadetobeforcommunicationwith

God’s creation? •WhichsoundsdoyouthinkGodmadetohelpusasawarning?•WhatotherreasonsmightGodhavehadformakingsound?•Whatbenefitsarethereinappreciatingthedifferentkindsofsounds

around us?

Consider that you are like an instrument in God’s orchestra. Discuss:•Whathelpsyou‘stayintune’withothers?

Read the story of Samuel listening to God in 1 Samuel 3. God can speak in any way God wants to. Usually it is not a ‘sound’ we hear with our ears, but Samuel heard God’s voice. Read other stories about people who heard God speak, e.g. Noah in Genesis 8:15, Moses at the burning bush in Exodus 3:1-14 and in Exodus 33:11, Gideon in Judges 6:15, David in 2 Samuel 2:1. Dramatise the stories and imagine what it would have been like to hear God’s voice

God has given people the ability to choose whether they will use the gift of sound for benefit or for harm. Think about the positive and negative ways that people use sound. Discuss:

•Howcanweusesoundtoexpressanger,hatred,fear,happiness,loveor peacefulness?

•How can very loud sounds damage the ears and hearing God hasgiven people?

•DoesdamagingwhatGodhasmadebotherGod?Doesitbotherus?

Think about the verses below. Whether there is sound or not, God speaks to us, and wants us to learn to listen and obey so that we can be close to God:Psalm 95:7–8, Psalm 100:1, John 10:2–4, 14–16, 1 Corinthians 13:1, Revelation 3:20


•Expressesanopinion•Evaluatesconsequences

•Indicatesunderstandingof biblical principles and analogies


•Isawareofscientificissuesof concern

•Expressesanopinion•Evaluatesconsequences


3030 ReflectName:

Thinking about Sounds

Here are some questions to talk about in your groups:

Why do you think God made sounds?

Which sounds do you think God made to be beautiful?

Which sounds do you think God made to be to be funny?

Which sounds do you think God so we could communicate with each other?

Which sounds do you think God made to warn us of danger?

What other reasons might God have had for making sound?

What is your most favourite sound?

What is your worst sound?

What sound is exciting for you?

What sound is scary for you?

30



resolve questions and activities

Identify how what you have personally learnt might impact who you are and what you do. Consider how this study might affect your actions in the future:

Heart•YourattitudetowardGod•Yourattitudetopeoplewhoarehearingimpaired

Head•Howyouthinkaboutthenoisesyouhearorallowyourselftohear

Hands•Youractionsregardingsoundlevels•Howto‘fightagainst’irritatingsounds

Mouth•Howyoumightcommunicatewhatyouhavelearntaboutsound

Feet•Thewaysyourbehaviourmaychangenowthatyouknowthatsound

can damage our ears


•Makesdecisionsaboutpossible actions



respondquestions and activities

Take individual or group action:

Change your attitudesShare any new insights or change of attitude which you have regarding:

•Sounds•Noise•Hearing•Hearingimpairment•Communicating•WorshippingGodwithmusicandvoice•Vocalraise•Audibleprayer

Change your thinkingDiscuss the following, and write statements in answer to the following questions:

•Whathaveyoulearntaboutsoundandhowitismade?•Whatshouldeveryoneknowaboutsound?•HowhasthisstudyshownusthatGodisamazinglycreative?

Think about what you have learnt this term. Write your ideas under the headings of Before I thought that…. and Now I think that….

Take actionMake a poster to remind people of the dangers of listening to music that is too loud

Visit a retirement village or age concern group. Consider the hearing needs of the group you are visiting and create a presentation that includes mime as well as spoken drama, music and rhythmic movement

Communicate your learningChoose one aspect of your study and create a PowerPoint presentation to highlight the main points. Try to use five slides or fewer for your presentation

Stand for what is rightConsider the gift of communication that you have been given in the ability to make ‘sounds to the glory of God’. Read 1 Corinthians 14: 7 – 9. Make a stand to use the gift given to the glory of God


•Expressesanopinion



•Usesmeansandmediaappropriate to the information and the audience

•Usesmeansandmediaappropriate to the information and the audience

•Workswellinateam

•Usescommunicationtechnology



focu

sing

forw

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review and record questions and activities

Consider what you have learned and the skills you have developed:

Review the Big Idea, Focus Question, and Key Areas of Investigation. Describe what you now know, thinking about how it relates to or differs from what you knew before

Explain what activity or topic interested you the most, and why


•Determineswhethertheinformation needed as originally defined is met

•Identifiespersonalstrengthsand weaknesses



rejoice!questions and activities

Celebrate your learning:

Have an Ear Parade

Make a percussion or musical orchestra using simple instruments made from found objects and celebrate making a joyful noise to the Lord

Thank God for sounds and the way we can hear them


•Celebrateslearning


Sscriptures relevant to this unit

script

ures

Exodus 3:1-141NowMoseswastendingtheflockofJethrohisfather-in-law,thepriestofMidian,andheledtheflocktothe far side of the desert and came to Horeb, the mountain of God. 2 There the angel of the LORD appeared to him in flames of fire from within a bush. Moses saw that though the bush was on fire it did not burn up. 3 So Moses thought, “I will go over and see this strange sight—why the bush does not burn up.” 4 When the LORD saw that he had gone over to look, God called to him from within the bush, “Moses! Moses!” And Moses said, “Here I am.” 5 “Do not come any closer,” God said. “Take off your sandals, for the place where you are standing is holy ground.” 6 Then he said, “I am the God of your father, the God of Abraham, the GodofIsaacandtheGodofJacob.”Atthis,Moseshidhisface,becausehewasafraidtolookatGod.7 The LORD said, “I have indeed seen the misery of my people in Egypt. I have heard them crying out because of their slave drivers, and I am concerned about their suffering. 8 So I have come down to rescue them from the hand of the Egyptians and to bring them up out of that land into a good and spacious land, a land flowing with milk and honey—the home of the Canaanites, Hittites, Amorites, Perizzites, Hivites and Jebusites.9AndnowthecryoftheIsraeliteshasreachedme,andIhaveseenthewaytheEgyptiansareoppressing them. 10 So now, go. I am sending you to Pharaoh to bring my people the Israelites out of Egypt.” 11 But Moses said to God, “Who am I, that I should go to Pharaoh and bring the Israelites out of Egypt?” 12 And God said, “I will be with you. And this will be the sign to you that it is I who have sent you: When you have brought the people out of Egypt, you will worship God on this mountain.” 13 Moses said to God, “Suppose I go to the Israelites and say to them, ‘The God of your fathers has sent me to you,’ and they ask me, ‘What is his name?’ Then what shall I tell them?” 14 God said to Moses, “I am who I am. This is what you are to say to the Israelites: ‘I AM has sent me to you.’ “

Exodus 33:1111 The LORD would speak to Moses face to face, as a man speaks with his friend. Then Moses would return tothecamp,buthisyoungaideJoshuasonofNundidnotleavethetent.

Judges 6:15-1715 “But Lord, “ Gideon asked, “how can I save Israel? My clan is the weakest in Manasseh, and I am the least in my family.” 16 The LORD answered, “I will be with you, and you will strike down all the Midianites together.” 17 Gideon replied, “If now I have found favor in your eyes, give me a sign that it is really you talking to me. 18 Please do not go away until I come back and bring my offering and set it before you.” And the LORD said, “I will wait until you return.”

1 Samuel 3:1-191 The boy Samuel ministered before the LORD under Eli. In those days the word of the LORD was rare; there were not many visions. 2 One night Eli, whose eyes were becoming so weak that he could barely see, was lying down in his usual place. 3 The lamp of God had not yet gone out, and Samuel was lying down in the temple of the LORD, where the ark of God was. 4 Then the LORD called Samuel. Samuel answered, “Here I am.” 5 And he ran to Eli and said, “Here I am; you called me.” But Eli said, “I did not call; go back and lie down.” So he went and lay down. 6 Again the LORD called, “Samuel!” And Samuel got up and went to Eli and said, “Here I am; you called me.” “My son,” Eli said, “I did not call; go back and lie down.” 7 Now Samuel did not yet know the LORD: The word of the LORD had not yet been revealed to him. 8 The LORD called Samuel a third time, and Samuel got up and went to Eli and said, “Here I am; you called me.” Then Eli realized that the LORD was calling the boy. 9 So Eli told Samuel, “Go and lie down, and if he calls you, say, ‘Speak, LORD, for your servant is listening.’ “ So Samuel went and lay down in his place. 10 The LORD came and stood there, calling as at the other times, “Samuel! Samuel!” Then Samuel said, “Speak, for your servant is listening.” 11 And the LORD said to Samuel: “See, I am about to do something in Israel that will make the ears of everyone who hears of it tingle. 12 At that time I will carry out against Eli everything I spoke against his family—from beginning to end. 13 For I told him that I would judge his family forever because of the sin he knew about; his sons made themselves contemptible, and he failed to restrain them. 14 Therefore, I swore to the house of Eli, ‘The guilt of Eli’s house will never be atoned for by sacrifice or offering.’ “ 15 Samuel lay down until morning and then opened the doors of the house of the LORD. He was afraid to tell Eli the vision, 16 but Eli called him and said, “Samuel, my son.” Samuel answered, “Here I am.” 17 “What was it he said to you?” Eli asked. “Do not hide it from me. May God deal with you, be it ever so severely, if you hide from me anything he told you.” 18 So Samuel told him everything, hiding nothing from him. Then Eli said, “He is the LORD; let him do what is good in his eyes.” 19 The LORD was with Samuel as he grew up, and he let none of his words fall to the ground.

HOW DOES SOUND REACH OUR EARS?SCRIPTURES RELEVANT TO THIS UNIT


2 Samuel 2:1 Inthecourseoftime,DavidinquiredoftheLORD.“ShallIgouptooneofthetownsofJudah?”heasked.The LORD said, “Go up.” David asked, “Where shall I go?” “To Hebron,” the LORD answered.

Psalm 95:7-87 For he is our God and we are the people of his pasture, the flock under his care. Today, if you hear his voice, 8 do not harden your hearts as you did at Meribah, as you did that day at Massah in the desert.

Psalm 98:4-64 Shout for joy to the LORD, all the earth, burst into jubilant song with music; 5 make music to the LORD with the harp, with the harp and the sound of singing, 6 with trumpets and the blast of the ram’s horn— shout for joy before the LORD, the King.

Psalm 100:1Shout for joy to the LORD, all the earth.

Zephaniah 3:17The LORD your God is with you, the Mighty Warrior who saves. He will take great delight in you; in his love he will no longer rebuke you, but will rejoice over you with singing.

John 10:2-42 The man who enters by the gate is the shepherd of his sheep. 3 The watchman opens the gate for him, and the sheep listen to his voice. He calls his own sheep by name and leads them out. 4 When he has brought out all his own, he goes on ahead of them, and his sheep follow him because they know his voice.

John 10:14-1614 “I am the good shepherd; I know my sheep and my sheep know me — 15 just as the Father knows me and I know the Father—and I lay down my life for the sheep. 16 I have other sheep that are not of this sheep pen. I must bring them also. They too will listen to my voice, and there shall be one flock and one shepherd.

1 Corinthians 13:1If I speak in the tongues of men or of angels, but do not have love, I am only a resounding gong or a clanging cymbal.

1 Corinthians 14: 7 – 9a7 Even in the case of lifeless things that make sounds, such as the flute or harp, how will anyone know what tune is being played unless there is a distinction in the notes? 8 Again, if the trumpet does not sound a clear call, who will get ready for battle? 9 So it is with you.

Revelation 3:20Here I am! I stand at the door and knock. If anyone hears my voice and opens the door, I will come in and eat with him, and he with me.

HOW DOES SOUND REACH OUR EARS?SCRIPTURES RELEVANT TO THIS UNIT


script

ures

III© 2010 Interact Curriculum

tHe interACt resoUrCesThe Interact Curriculum is a biblically-based and integrated programme of learning suitable for students in Years 1-8. It is designed to inspire teachers with a multitude of creative ideas, questions and learning activities through which students can engage in learning about God and his world. This Interact Teacher Manual is part of a set of manuals produced for a single term’s work on an integrated theme. The Interact Currriculum provides teacher manuals in the subject areas of Devotions, Science, Social Science, Health and English on 16 such themes over a four-year cycle. Additional resources are also available in other subjects, including reproducible student worksheets entitled Discovery Sheets. The Interact Curriculum is designed to encourage students to interact with God, with others and with their world in the course of their learning day, and it is our intention to serve teachers by resourcing them with leading-edge curriculum material that helps students to:

Unde

rsta

ndin

g in

tera

ct

Know God

LearnaboutPeopleLearn

about the World

Develop faith and character

Develop thinkingskills

Integratelearningareas

Value and serve individuals

Build community

Relate learning to

real life

IV © 2010 Interact Curriculum

oPtions for UsinG tHis interACt teACHer mAnUALIntroduction:

This Interact Teacher Manual is designed to give you many different ideas from which to select and plan a programme for your own class. It is recommended that the Interact Learning Path be used as a guide in the planning process, but there is plenty of scope for choice in this manual.

This Interact Teacher Manual will give opportunity for teachers to design either:

(a) A short, more traditional unit of workBy focusing on the Firing Up stage, covering the Key Areas of Investigation as a class, and selecting one or two activities in the Focusing Forward section, a teacher could design a short programme of work for a whole class lasting two to three weeks and follow it with assessment.

(b) A longer inquiry investigationBy working through the process of the Interact Learning Path, it will be possible to develop understanding of key concepts and skills in the Firing Up section, and then to ignite student enthusiasm to take responsibility, in negotiation with the teacher, for their own research, reasoning, reflecting and responding. This will engage the students in developing questioning and research skills and therefore equip and inspire them for future learning.

c) A combination of bothThe more independent students in the class could be given more control over their learning by setting them off on their independent inquiry approach whilst the teacher approaches the topic in a more traditional / teacher-centred approach with the remainder of the class.

N.B. Regardless of what approach to the material is used, the Interact Learning Path provides the structure so that students are given opportunity to have some degree of choice about their learning. Because they have more ownership, deeper and more independent learning may occur.

V© 2010 Interact Curriculum

PLAnninG witH interACtTerm OverviewRead the Term Overview document at the front of the Term Folder to understand the integrating thread of the term and the national curriculum requirements.

Understanding InteractRead the Understanding Interact section on page (I) so that you are confident in understanding the principles and processes of the Interact Resources.

Overview and IntroductionRead these pages to understand what this subject area is about, and where it fits into the integrated term’s work.

Big Idea and FociiRead the Big Idea, the Habit of Character Focus and Habit of Mind Focus, the Key Understanding and the Focus Question which summarise the main focii of this unit.

Biblical World View and Background InformationRead these pages to familiarise yourself as a teacher with the content being taught this term. Look up the Scriptures (found at the end of the manual for your convenience).

Key Areas of InvestigationThese four points summarise the content the students may learn in this subject. Confirm with your national requirements and determine your priorities.

Key Learning IntentionsThese points give ideas for Skills you can select as focii during this unit. All the skills listed are found in the Indicators of Achievement throughout the book, and any can be selected to become the focus of your teaching and assessment of skills for this subject this term. Determine what is appropriate for your class.

Plan for School-wide Activities or VisitorsMeet several times with other staff to engage personally and corporately with the term theme and plan school-wide activities.

Determine Main and Subsidiary TopicsDetermine the main focus topic for your class (e.g. Science, Social Science, Health) this term and the supporting topics. Note that the main focus topic may vary between classes. At the conclusion of the term, when school-wide presentations are made, all students may benefit from each other’s deeper learning in particular topics.

PlanPlan, using the Interact Learning Path as a guide.

Have a great term teaching!

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VI © 2010 Interact Curriculum

tHe interACt LeArninG ProCessThe Interact Curriculum resources are being developed in a framework of learning, developed by Helen Pearson, called the Interact Learning Path.

The Interact Learning Path helps students to recall prior knowledge, to develop knowledge, skills, understanding and godly wisdom, to consider how what they have learned impacts who they are and what they do, to respond with the benefit of new skills and understanding, to evaluate their work, and to celebrate their learning in a range of ways as outlined below:

the interact Learning Path

We hope you enjoy discovering, with your students, a fresh perspective on the world!

Focusing Forward

Finding OutFurther

Firing UP

RelateRaise

questionsRecall


Research

Respond

Reason

Reflect

Resolve

VII© 2010 Interact Curriculum

Focusing Forward

Finding OutFurther

Firing UP

RelateRaise

questionsRecall


Research

Respond

Reason

Reflect

Resolve

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KeY LeArninG intentionswe are learning to:

RelateEngage

RecallRemember

Raise questions and recognise problemsInquire

Form a hypothesis

ResearchPlan

Gather information

Understand scientific language

Test a hypothesis

Engages with scientific exploration and discussion

Identifies prior knowledgeEngages with scientific discussion

Writes questions to identify what we want to knowDesigns open-ended questionsConducts an interview

Defines a problem Identifies possible solutionsPredicts

Frames a question to guide an investigationPlans a schedule of tasksRecognises dangersPredicts

Uses a range of sources to researchConducts surveys and interviewsMakes observational drawings

Interprets pictures and diagrams Defines scientific termsUses scientific vocabulary

Uses a systematic approachUses consistent proceduresUses equipment safelyMakes fine measurementsObservesPays close attention to details

VIII© 2010 Interact Curriculum

KeY LeArninG intentionswe are learning to: continued

Research continuedProcess information

ReasonInterpret information

Draw evidence-based conclusions

ReflectIdentify a biblical perspective

Discuss ethics

Describes findings

Shares ideas

Creates a model

Identifies main idea

Sorts and classifies

Reports observations

Reports conclusions

Explains phenomena

Identifies cause and effect

Distinguishes likeness and differences

Sequences

Draws conclusions

Justifiesconclusions

Indicates understanding of biblical principles and analogies

Is aware of scientific issues of concern

Expresses an opinion

Evaluates consequences

IX© 2010 Interact Curriculum

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KeY LeArninG intentionswe are learning to: continued

ResolveMake judgments and decisions

RespondParticipate and contribute

Present information

Act on issues linked to science learning

Review and recordMake judgments about the process

Rejoice!Celebrate

Makes decisions about possible actions

Works well in a team

Uses communication technology

Uses means and media appropriate to the information and the audience

Expresses an opinion

Determines whether the information needed as originally defined is met

Identifies personal strengths and weaknesses

Celebrates learning

© 2010 Interact CurriculumX

ACKnowLeDGementsDeveloping the Interact Curriculum has been the result of over twenty-five years of thinking and working in the education field, and therefore twenty-five years of gleaning ideas and principles from a multitude of mentors, advisors, observations, teaching experiences, books and curricula from around the world.

It would not be possible for me to acknowledge all those who have contributed to my thinking. As Woodrow Wilson once said, “I not only use all the brains that I have, but all that I can borrow.” Certainly I am indebted to the many advisors in New Zealand, Australia, North America, England, Indonesia and Africa, who have contributed their critique and assistance in writing these books.

Special thanks should go to Graham Braddock who believed in me and in our God sufficiently to encourage and challenge me to both establish KingsWay School in 1986 and to subsequently write curriculum for schools.

Thanks, too, to Marty Heaslip, who first introduced this concept of teaching from a basis of understanding the character of God.

Special thanks go to Julie Owen for walking with me through the Interact update process and advising, critiquing, and writing and refining material so helpfully. Also, thanks to Carl Becker for valuable critique, Clare Woods for the graphic design, to Anna Johnstonewhohasbeenasupportivefriendandadvisorformanyyearsandassistedwith proofreading, and to the team of researchers, writers and graphic designers who help write manuals and prepare support material.

I have written and revised the Interact Curriculum since 1993, in answer to requests for assistance from schools, and during that time have also had five wonderful children. I am so grateful for the support of my husband, Dean, who is my closest friend and support and whose belief that God’s purpose for this material is more important than career and security has allowed him to take huge financial risks and lifestyle changes. My mother, Elizabeth Horne, has also been very supportive over many years. Dean and I are blessed to have the prayerful support of both sides of our family, and our thanks go to Elizabeth, Parke, Lin and Robin for their commitment to prayer for us and for this resource.

To all those who have critiqued and advised in large ways and small, I am most grateful. To those who have not yet made suggestions and would like to, please do so. It helps to make the documents stronger for the benefit of busy teachers, and I value critical comment to that end.

Helen Pearson

Co-author, Editor and Publisher of Interact Curriculum


BiBLioGrAPHYBoard of Studies (2006). Science and Technology K-6 Syllabus. Sydney: NSW Board of Studies

Costa, Arthur L. and Kallick, Bena (2008). Learning and Leading With Habits of Mind: 16 Essential Characteristics for Success. Association for Supervision & Curriculum Development

De Bono, Edward (1999). Six Thinking Hats. MICA Management Resources, Inc

Department of Education (2002). Revised national curriculum statement for grades R-9 (schools): Social sciences. Pretoria: Government Printer

Ministry of Education (2007). The New Zealand Curriculum. Wellington: Learning Media Ltd

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